Thinking Like a Physicist, Coding Like a Computer Scientist: A Review of CT Assessment in Physics Siti Nurdianti Muhajir1, Asep Irvan Irvani1, Yanti Sofi Makiyah2
1Program Studi Pendidikan Fisika, Universitas Garut
2Program Studi Pendidikan Fisika, Universitas Siliwangi
Abstract
This study reviews assessment of computational thinking (CT) in physics education by linking ^thinking like a physicist^ with ^coding like a computer scientist.^ Recent literature stresses the urgency of computational literacy in physics curricula and the need for measures aligned with modeling, data handling, and algorithmic reasoning typical of physics. Common instruments (e.g., CTt) and science-/physics-specific frameworks guide task selection, performance rubrics, analysis of code artifacts, and triangulation of tests, observations, and programming logs. The review identifies challenges in construct validity, reliability of code scoring, contextual sensitivity across secondary and university settings, and evidence for transfer and equitable access. Recommendations include using authentic computational modeling tasks, physics-based CT practice rubrics, adapting standard instruments, and reporting psychometric evidence. The research map also highlights gaps in evaluating CT-physics integration across educational levels and the need for assessment protocols that are general enough for comparison yet remain grounded in the practices of physics.
